Global versus intercultural citizenship education

Given the growing presence of citizens with cultural differences, it is no longer appropriate to base citizenship on the individual belonging of a nation-state. It has become necessary to develop a new concept of citizenship that considers the existing multiple identities of people. This idea has gradually permeated educational policies on citizenship of international institutions such as UNESCO, which has introduced the concept of global citizenship education (GCE). This article is intended to enrich readers’ reflection on GCE through the incorporation of an intercultural approach, to overcome nationalistic, Western-centric, and neoliberal conceptions, and to promote dialogue and interaction between different learners. Research on citizenship education and intercultural competence carried out by the Centre for Intercultural Studies, University of Verona, Italy, provides additional stimuli to foster reflection

Towards an integrated science of aesthetics: Getting rid of the main misunderstandings in evolutionary aesthetics

Evolutionary Aesthetics is a bourgeoning and thriving sub-field of Aesthetics, the main aim of which is “the importation of aesthetics into natural sciences, and especially its integration into the heuristic of Darwin’s evolutionary theory.” Notwithstanding the growing popularity in the past two decades, a look into the state of current research in Evolutionary Aesthetics suggests a significant degree of haziness in the field from both epistemological-methodological and theoretical points of view. The main aim of the present paper is to evaluate consistency and coherence of the Evolutionary Aesthetics’ research programme against the background of Boix Mansilla’s epistemic criteria for interdisciplinary research programmes, and to assess the potential of epigenetics and niche construction theory as two new promising research avenues in a revised, updated Evolutionary Aesthetics

The impact of innovative lighting technologies on driver performance, behaviour, acceptance, and safety

L'abstract è presente nell'allegato / the abstract is in the attachmen

Redox-sensitive Block Copolymer Nanoparticle Preparation and Characterization

The purpose of the research conducted in this project was to add to a wealth of knowledge concerning chemotherapy. Although chemotherapy has been used since Paul Ehrlich\u27s discover of Salvarsan\u27s ability to kill Treponema pallidum (the bacterium that causes syphilis), today the term chemotherapy is mostly used in conjunction with cancer treatment. There have been many successful chemotherapy drugs produced throughout the years, but a constant problem with chemotherapy is the fact that it also affects noncancerous cells. The topic of this research investigated targeted drug delivery systems that incorporate paclitaxel, a hydrophobic chemotherapy drug. This research mainly focused on producing findings that work to stabilize drug delivery systems for paclitaxel while also allowing for its predictable release in a reduced environment that mimics a typical cancerous cell. The mixed micelle approach used Pluronic® poloxamers and redox-sensitive copolymers to create a drug delivery system that could interact with not only hydrophobic paclitaxel but also a hydrophilic aqueous environment that mimics the environment of a cancerous cell. The result of these redox-sensitive block copolymers is to produce an amphiphilic drug delivery system that will release paclitaxel upon interaction with a cancerous cell environment and not a healthy cell environment

Tastes of the Parents: epigenetics and its role in evolutionary aesthetics

Evolutionary Aesthetics is a bourgeoning and thriving sub-field of Aesthetics, the main aim of which is “the importation of aesthetics into natural sciences, and especially its integration into the heuristic of Darwin’s evolutionary theory.” Scholars working in the field attempt to determine through the adoption of an interdisciplinary research methodology whether and to what extent Darwinian evolution can shed light on our capacity to have aesthetic experiences, make aesthetic judgments (both of art and natural beauty), and produce literary, visual, musical artworks. Notwithstanding Evolutionary Aesthetics’ growing popularity in the past two decades, a look into the state of current research suggests a significant degree of haziness in the field from both epistemological-methodological and theoretical points of view. The main aim of the present paper is to make a first step towards a revision and extension of the discipline by assessing the role and potential of epigenetics in evolutionarily inspired aesthetic research. Epigenetics is among the youngest and most fascinating research fields in contemporary biology. But one of the most significant occurrences of the word “epigenesis” (the closest “ancestor” of contemporary “epigenetics”) is in Immanuel Kant’s third Critique, his aesthetic masterpiece. What might be the relationship between epigenetics and aesthetics? What is the role of epigenetic mechanisms in the development and functioning of aesthetic behavior in humans

The Aesthetic Legacy: Epigenetics As a Bridge Between Culture And Genes

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Educación y competencias interculturales en la escuela: resultados de un estudio exploratorio en Italia

The present time of globalization, interdependence and multicultural societies has brought about both opportunities and crisis that concern all fields involved with social welfare, especially education (Portera, 2020, 2006). Within the school environment, there is a growing need for intercultural education and competences at the cognitive, emotional and relational levels, which will endow teachers and students with the abilities to operate in linguistically and culturally complex contexts (UNESCO, 2015; Portera, 2013; Deardorff, 2009). However, the concepts of ‘Intercultural Education’ and ‘Intercultural Competences’ are often misunderstood and require more precise definition. The authors review the scientific literature on the aforementioned concepts and then report the results of a study carried out by the Centre for Intercultural Study at the University of Verona (Italy) which examines how teachers who work in different types of schools define and apply the concept of ‘intercultural competences’ in their praxis. The study uses a qualitative research methodology that includes a process of ‘triangulation’. Specifically, a series of semi-structured interviews, focus groups and participant observations were conducted in order to explore teachers’ intercultural competences, especially through the analysis of critical incidents. After discussing the results, the authors outline impplications for teacher education and school praxis in intercultural perspective.La época actual de la globalización, la interdependencia y las sociedades multiculturales ha traído consigo oportunidades y crisis que afectan a todos los ámbitos relacionados con el bienestar social, especialmente la educación (Portera, 2020, 2006). En el entorno escolar, por lo tanto, existe una creciente necesidad de educación y competencias interculturales a nivel cognitivo, emocional y relacional, que doten a profesores y estudiantes de la capacidad de operar en contextos lingüística y culturalmente complejos (UNESCO, 2015; Portera, 2013; Deardorff, 2009). Sin embargo, los conceptos de ‘educación intercultural’ y ‘competencias interculturales’ a menudo se malinterpretan y requieren una definición más precisa. Los autores, a partir de un trabajo de revisión de la literatura científica sobre los conceptos antes mencionados, presentan los resultados de un estudio realizado por el Centro de Estudios Interculturales de la Universidad de Verona (Italia) se centró en cómo los profesores que trabajan en diferentes tipos de escuelas definen y aplican el concepto de ‘competencias interculturales’ en la práctica. El estudio se basa en una metodología de investigación cualitativa que implica un proceso de ‘triangulación’. En concreto, se realizaron una serie de entrevistas semiestructuradas, grupos focales y observaciones de los participantes con el fin de explorar las competencias interculturales de los docentes, especialmente a través del análisis de incidentes críticos. Después de discutir los resultados, los autores esbozan impulsos para la formación docente y la praxis escolar en una perspectiva intercultural

Examining the impact of different LED road stud layouts on driving performance and gaze behaviour at night-time

The risks associated with night-time driving on dimly lit roads are substantial and are attributable to the limitations of human visual abilities. As a result, drivers often struggle to distinguish road geometry from ordinary road markings, thus increasing the likelihood of mistakes. These circumstances contribute to a 60 % higher likelihood of road crashes compared to daytime conditions. To mitigate these risks, active LED road studs, which previous studies have shown to have a positive influence on driving performance, can be used. However, there remains a gap in research regarding the optimal arrangement of these studs along road markings for an improvement in driver behaviour and traffic safety. In this study, we assessed the influence of five different LED road stud layouts (unlit, edge, centre, edge-centre, and lane) during night-time driving on twolane rural highways with curves of different radii (120, 210, 300, 440 m) and directions (left, right). Following a within subject design, thirty-five participants drove in a simulator along a road track with 8 spiralled curves (4 radii x 2 directions) linked to straights. We monitored the longitudinal (i.e., speed), transversal (i.e., lateral position and standard deviation of lateral position) and gaze behaviours. Our findings indicate that the presence of LED road studs promotes safer driving, by helping drivers to adjust their speed when negotiating curves. Transversal behaviour analysis revealed layout-dependent effects on lateral position. The presence of road studs both at the lane centreline and edge allows drivers to maintain centred trajectories and improve steering control. Gaze behaviour analysis uncovered interesting patterns, demonstrating a strong correlation between road stud layout and the driver's focus on specific road targets. Illuminated markings prompt drivers to concentrate their gaze on distinct points, subsequently altering their transversal behaviour